Abstract:
The promotion of education as a human right became part of the discourse of international aid agencies and banks since the end of WWII. Consequently, studies of development have examined the conditions under which education becomes a driver of socio-economic progress under three theories: “modernization”, “human capital”, and “dependency”. Previous research has not agreed on the impact of education on inequalities and mainly adopted a quantitative approach. This dissertation implements a mixed-methods approach to examine context-specific variables in comparative education with the “dependency” theory. The outbreak of COVID-19 in 2020 generated great losses in human capital accumulation. In Latin America, one of the most unequal regions in the world, the impact of school disruption increased drop-out rates and forced governments to generate measures to mitigate learning losses. This dissertation examines through a comparative analysis to what extent remote learning policies implemented during COVID-19 reduced inequality gaps in Chile and Colombia, with a particular focus on secondary education. Moreover, as intervening variables, it selects two neoliberal characteristics: privatization and government intervention. Colombia and Chile implemented multimodal education policies during COVID-19. However, in Colombia, school closures lasted longer than in Chile. The PISA exam forecast of the World Bank also suggests that education inequality gaps in secondary education increased after the pandemic, with greater inequalities in Colombia. Moreover, the Gini coefficient shows that Colombia has been more unequal than Chile before and after COVID-19. Lastly, the analysis of the intervening variables shows that remote learning policies were unable to reduce inequalities and mainly favoured private institutions and urban areas. Finally, as part of the lessons, this research suggests that the neo-liberal characteristics of both countries marked a difference in the implementation of policies. Moreover, the lack of information incentivised the adoption of good practices that become suitable policy alternatives when adapted to local needs. Lastly, this research evidences the need for LAC to include technological tools in their education systems to respond to future crises.
Citación recomendada (normas APA)
Laura Lizeth Cancino Joya, "The Impact of Education Policies Implemented During Covid-19 on Inequalities: A Comparative Analysis Of Chile and Colombia", Colombia; Chile:-, 2022. Consultado en línea en la Biblioteca Digital de Bogotá (https://www.bibliotecadigitaldebogota.gov.co/resources/3711692/), el día 2025-03-25.
